Saturday, September 7, 2019
Psychological Abuse Essay Example for Free
Psychological Abuse Essay Psychological abuse refers to â€Å"abuse that damages the psyche, or the mind. Psychological abuse happens when one person attempts to gain power and control over another.†It involves the deliberate infliction of pain or anguish to another person through verbal or nonverbal conduct designed to humiliate or threaten another person (National Committee for the Prevention of Elder Abuse). Psychological abuse if quite prevalent in the United States. Most of its victims are women. Indeed, it is estimated that about 1.5 million women get psychologically abused each year. Psychological abuse often leads to physical abuse, as well as domination of the relationship and isolation from friends and family (PsychAbuse.info, 2006).            Psychological abuse is dangerous because it poses many risks on the victim, such as acute stress, post traumatic stress disorder, and depression (PsychAbuse.info, 2006). The many documented effects of psychological maltreatment include: Other possible consequences of psychological abuse are emotional instability, low social competency, anxiety, and low academic achievement (Canadian Health Network, 2004).            Given the effects and signs of psychological abuse, the common victims are those who have no emotional or social support from family and friends. On the other hand, people who often have contact with vulnerable people are sometimes the ones who perpetrate psychological abuse. This group may include caregivers and even family members of the victim (National Committee for the Prevention of Elder Abuse).            One important issue on psychological abuse involves neglect, particularly on children. Neglect involves the omission of protection and care needed by a child, which could lead to adverse consequences such as juvenile delinquency, aggressive behavior, and child deaths (Canadian Health Network, 2004). In this connection, the fact that many children become victims of psychological abuse is a very alarming issue, particularly because of the tender age of the victims. Moreover, it is observed that may victims of child psychological abuse are emotionally disturbed, mentally retarded, or physically handicapped, although the onset of these conditions may differ as to time (Wall, 1975).            Another important issue with psychological abuse is the fact that it is believed to be the â€Å"most under-reported form of abuse.†Thus, the prevalence rates reported periodically may not be accurate since they only include those incidences that have been reported (Canadian Health Network, 2004).            Another critical issue on psychological abuse is its pervasiveness in dating relationships. It is estimated that abuse during the courtship ranges from 20 to 50 percent of men and women. There is also another concern about the increased risk of abuse in a dating relationship due to the tendency of couples to prolong the dating relationship before marriage (Burke, Stets  Pirog-Good, 1988).            All of these issues are worth exploring. Women and children appear to be at special risk given their vulnerability. Another vulnerable group is the aged, who have no support systems to rely on. References Burke, P. J., Stets, J. E.  Pirog-Good, M. A. (1988). Gender Identity, Self-Esteem,   and Physical and Sexual Abuse in Dating Relationships. Social Psychology       Quarterly 51(3), 272-285. Canadian Health Network. (2004). What is psychological maltreatment? Retrieved       February 24, 2008, from http://www.canadian-health- network.ca/servlet/ContentServer?cid=1069439898222pagename=CHN- RCS%2FCHNResource%2FFAQCHNResourceTemplatec=CHNResourcelan        g=En National Committee for the Prevention of Elder Abuse. Psychological Abuse. Retrieved            February 24, 2008, from   http://www.preventelderabuse.org/elderabuse/psychological.html PsychAbuse.info. (2006). Frequently Asked Questions. Retrieved February 24, 2008,  from http://www.psychabuse.info/Psychological_Abuse_FAQ.htm Wall, C. M. (1975). Child Abuse: A Societal Problem with Educational Implications.      Peabody Journal of Education 52(3), 222-225.
Friday, September 6, 2019
Reasons Why Cloning is Unethical Essay Example for Free
Reasons Why Cloning is Unethical Essay From the day that ‘Dolly the sheep’ made it to the headline news, the controversy regarding her existence has never ceased. It is quite amazing, how the issues surrounding a sheep could create such a great divide on public opinion, stir up much debate in scientific halls, and whose implications caused a dilemma that reached a magnitude which needed a presidential decision. Needless to say, the debate did not concern agriculture or animal rights, but on how she came to be by cloning. Contrary to popular belief, these clinical ventures though, were not done by sheer sense of adventurism, or by simple acts of human arrogance of ‘playing God’. Instead, this breakthrough in the field of biotechnology, along with other related cases, was carried out with the legitimate purpose of propagating livestock that carry desirable traits. Breeders can easily then raise farm animals that have the preferred traits and thus increase productivity and yield. Also, lab research for the noble intention of developing drugs, require numerous testing on animals before it can finally be declared effective and safe for human use. Cloning would allow them to produce test-animals that display similar or identical characteristics and thus help validate results. There are several other reasons why cloning is held by many scientists as an essential means for improving human condition. However, such so-called conditions had now been raised to the point of fulfilling needs other than physical necessities. Man’s many woes and flaws in life such as the pain of losing a loved one or childless couples having to bear the unfulfilled desire of loving and rearing their own children, are just a few of the many disadvantages that confronts finite man. Today through science, man is longing to challenge and ‘correct’ these impossible odds. Would cloning be the answer? II. Man’s Contemporary Alternative: Merits of Cloning-to Produce-Children Distinguished British philosopher Mary Warnock, expressed her support in favour of utilizing the technology of cloning to produce children. She believes that there is nothing wrong with this procedure and thereby there should be no question on the ethical soundness of such an endeavour (Connor, 2002). Together with the rest of those who agree with her, they believe that cloning offers an excellent solution for the following problems: A. To Help Sterile Parent/s Obtain Biologically Related Children Individuals or parents who long to have their own offspring, but are hindered by sterility or some other reason the only presented solution so far have been adoption. There are different reasons why some had found this unsatisfactory. With cloning, a sterile man can now have the opportunity of producing a child that bears his own characteristics. The need to find a sperm donor is eliminated, and consequently eliminates the possibility of their child acquiring and passing on undesirable traits to future generation outside the couple. Such a method also opens for an attractive possibility not only for sterile couples but for homosexual couples and individuals who desire to raise a child of their own but do not want the entanglements of a marriage union. B. Pass-on a Genetic Disease Individuals or parents who carry defective genes such as a genetic disease can now hope to eliminate passing the disease to the following generations. Cloning would assure the parents of being able to raise children who will not be troubled by the heritable disorder. C. Pain of Losing a Loved One The grief of losing a loved one can now be alleviated by cloning the dying or dead significant person. Since cloning involves the passing on of exact physical characteristics, producing a cloned individual would invariably cause ‘replication’ of the deceased loved one or relative. Those who are left, will be comforted by ‘seeing’ their dead spouse, child or relative ‘live again’ on the cloned individual. Although, there would be major differences in experiences which would make it entirely impossible to make an exact copy of an individual in all aspects, cloning would bring a connection of the lost loved one with the grieving members. D. Society’s Desire to Have Individuals with Superior Abilities or Qualities Cloning brings families and societies to have super-human individuals by cloning outstanding athletes, musicians, men and women renowned for their beauty, or geniuses. By replicating these individuals, it is presumed that these superior qualities are determined by certain genetic make-up and thus, will be passed on through cloning. III. Reasons for Argument Cloning violates the ethics of human experimentation on the following grounds: A. Concern on Safety Of utmost concern when cloning humans is the high risk involved. As of the moment, the cloning procedure being done in experimenting mammals has shown how unsafe it is to be even applied in humans. Many embryos got wasted as it took 277 attempts before finally producing Dolly the sheep (Gawler, 2000). Barely just being six years old later, Dolly became severely ill and had to be submitted for euthanasia. Careful examination revealed that her chromosomes had shown premature signs of aging (â€Å"Cloning†). The possibility of creating inborn abnormalities or congenital defects caused by the procedure should even bring parents with a hereditary disease not to employ cloning. While it could hold promise of not passing on genetic diseases to their child, the latter is also vulnerable for congenital malformation. Also, since several donor eggs and substitute mothers are needed before achieving success, this places risks on several women. Experiments on animals had shown that there is high occurrence of premature abortion on cloned fetuses. If done on humans, continous abortion could lead to greater possibility of maternal death. B. The Issue of Consent Cloning also undermines the right of the cloned individual. In contrast to the risks that could bring to surrogate mother or the gene donor, the risks posed at the cloned individual do not have the individual’s consent. Most often, the right to exercise freedom is often called by those who promote it. This is often based on the ‘freedom to reproduce’. This means that the constitution protects individuals or parents to freely choose whether they are to have children or not (Eisenstadt v. Baird, 1972). However, in exercising that right, it overrides the freedom of choice on the cloned individual. True, reproductive freedom permits anybody to decide whether to have a child or not without hindrances by the government. It does not however, in any way, allow anyone to do it by whatever means and in complete disregard for the welfare of others. C. Possible Exploitation of Women Since cloning requires numerous tests before any attempts could become fruitful, large quantity of donor eggs will be needed. Getting the egg would subject the woman donor of hormonal treatment that gives high health risks. Furthermore, what would most likely happen is that these women donors would be offered a substantial amount of money, and thus could lure poor women to compromise their health in exchange for financial gain (Council on Bioethics, 2002). IV. Conclusion More often, the concern for safety is limited on the aspect of limiting or perfecting the procedure. It does not consider the possible undesirable effects it would have after it is accomplished. This perspective of safety does not take consideration on the unexpected effects it would have on the individual, family involved and society in general. The relationships between members of those with cloned children would greatly be altered compared to conventional family set-up. Would the cloned individual of a father be his child or twin? Obviously, cloning will rearrange how family relations will be treated. Before any attempts to cloning-to-produce children be done, would be parent/s should give grave concern on the potential psychological effects this would have on the one being cloned. What also needs special consideration is it’s the social impact caused by confusion. Cloning might open for unnecessary expensive legal battles, over custody as to who really are the child’s parents. Each individual who has a part of the cloned child might fight to claim for custody over the child. Given that such asexual means to produce children is not strange, faulty or imperfect, there is serious error on the purpose by which it longs for implementation. It places more significance on the one which will be cloned by replicating the person, rather than the cloned child. Human experience has revealed that man has the tendency to abuse, and therefore such technology can be used for vain reasons. Cloning somehow claims to provide solutions for man’s problems, the solution however, creates more problems. Given the demerits of the cause, it would far benefit society to keep from toying with strange methods. Works Cited: 1. Connor, S. (2002). Warnock: ‘No ethical reason to ban cloning’. The Independent. Retrieved 20 Nov. 2008 Accessed at http://www. independent. co. uk/news/uk/crime/warnock-no-ethical-reason-to-ban- cloning-649619. html 2. Gawler, DM. Human cloning: Scientific, ethical and regulatory issues. [Electronic Version] Retrieved 20 Nov. 2008 Accessed at http://www. aph. gov. au/house/committe/LACA/humancloning/sub234. pdf 3. â€Å"Cloning†. Ethical Issues in Biology. Retrieved 20 Nov. 2008 Accessed at http://itech. pjc. edu/jwooters/eth_issue/ei_notes. htm 4. Supreme Court of the United States (1972). , Eisenstadt v. Baird, 405 US 438 5. Council on Bioethics. (2002). Human cloning and human dignity: An ethical inquiry. Retrieved 20 Nov. 2008. Accessed at http://www. bioethics. gov/reports/cloningreport/children. htmlhttp://www. bioethics. gov/reports/cloningreport/children. html
Thursday, September 5, 2019
Health and Safety Principles in the Workplace
Health and Safety Principles in the Workplace Samantha O’Shea Q1 Explain the role of the Communication and training in the promotion and provision of the health and safety. The role of the Safety, Health and Welfare Act was originally presented in 1989 and updated in 2005. It was put in place to make further provisions for safety health and welfare of a person at work. Communication The role of communication is to discuss or exchange any health and safety problems in the workplace. Provides info for all parties to carrier out there job with good work practices and ethic. Communication is implemented by the employers, employees and also the safety officer getting together to discuss any hazard or risk in the workplace. After identifying the hazards and risks it is important to do a risk assessment. It is also important for staff to communicate about a safety statement and to discuss what information to put in it and put it in a noticeable area. There are different ways to communicate which are talking direct, monthly meetings and also visual presentations. Communication builds trust and respect between both the employers and the employees. Training The Safety, Health and Welfare at Work Act 2005, all employers must provide training. Training the staff with appropriate and relevant courses i.e. CPR, manual handling. It is up to both the employers and employees to have the right training and to maintain up skilling. It gives both the employer and the employee confidence when they know how to use the equipment. After getting trained the employers and the employees won’t be as stressed out because they will know how to do the work. It will also help the staff identify hazard, risks, control measures and also do a risk assessment. All training should be available for staff and if staff is entitled to be paid when the training is provided. (Class Notes 2014) Q2 Outline the principles and procedures of a good housekeeping in the workplace. Good housekeeping is having the workplace clean and that there is no items out of place. According to Best – Job-Interview.com (2014) â€Å"To maintain a clean, sanitary, comfortable and tidy environment for either private households or commercial establishments†Good housekeeping keeps the workplace clean and sanitary. It is important to have good housekeeping because of germs or bacteria that are the workplace won’t travel from patient, staff or visitors and also they won’t get sick in the environment. It is also important to do housekeeping because there could be a hazard such as spills on the floor or that wires could be out of place where as patients, staff or visitors could slip and fall and hurt themselves. The procedures of good housekeeping: Is to have all aisles are clear for the residents and other staff, so that no one will fall at the workplace. Clean all areas everyday that needs to be done such as floors and bathrooms. While the floors are wet to put up the proper signs on the floor so that people know that the floor is wet. To use proper bins for e.g. white bins with black bags for general waste. Clean up spills that are on the floor so that no one has an accident. Store cleaning products in the right area and that they are out of harm’s way. (Class notes 2014) Q3 Noise, Dust and Fumes are hazards which are commonly found in the workplace. For one of these hazards outline the risk associated with exposure to this hazard and control measure which might be used in the workplace. Identify at least 3 hazards which commonly encountered in your workplace and briefly describe how these are controlled. According to Health and Safety Authority (2014) â€Å"Noise means unwanted sound or loud discordant or disagreeable sound or sounds†. Noise can affect your hearing which could be temporary or permanent. It often leads to temporary deafness after leaving a noisy place or having the radio or television up to loud. Hearing damage could also happen by loud noises or sudden noises. Sometimes tinnitus could happen when you are exposed to loud or continues noise. Tinnitus is a ringing or buzzing in the ear, which sometimes accurse to hearing loss. (Health and Safety Authority, 2014) Hazard Risk Control Measure Equipment Hearing loss Tinnitus Turn down the radios and televisions Use proper personal protective equipment gears e.g. ear muffs whiles using noisy equipment. Stress Could become depressed from being stressed out in the job due to not having proper training and also poor staff levels . All Staff should be trained for their jobs for e.g. Manual handling and first aid. Also good work practice. Having good work skills and getting on with other staff. Cleaning Products Using insufficiently diluted. Also spills of cleaning products e.g. burns If a person wore proper protective equipment such as gloves and a mask. Also if a person uses the prober consciences e.g. certain amount of water to a cleaning product that needs water. Q4 Explain the type contents of a first-aid kit and their appropriate uses. A first aid kit has medical supplies or equipment in a bag or box for emergencies. According to First Aid Supplies â€Å"First Aid Fit Full†. Contents Quality Use First aid instruction leaflet 1 Explain how to use the products in the first aid kit. Alcohol free wipes 10 To clean the area that is cut. Waterproof plasters 42 To cover the cut. Triangular bandages 2 To cover a deep cut. Safety pins 6 Hold the bandages or slings together. Medium Wond Dressings 2 To cover a cut or burn. Sterile eye pads 2 To protect the eye is cut or injured to prevent it from being infected. First Aid Scissors 1 To cut the bandage or fabric. Latex Gloves 2 To protect your hands whiles working on the patent. Fabric Tape 1 Is used to hold cotton wool or for iv drips. Antiseptic cream 1 It’s for burns, cuts or grazes that they don’t get infected. Burneze Burn Relief spray 1 To cool a burn. Fabric strip 1 Is used for a deep cut to hold the skin together. Lint 1 Used for cuts and wounds. Non Adherent dressings 3 Are to cover wounds or cuts. Paper stitches (8) 1 Hold deep cuts together. Conforming Bandage 1 Is used for a wound dressing. Sterile Gauze swabs 2 Treat wounds if dirty or infected. Non Woven Dressings 3 Used for wounds e.g. after getting an operation. Cotton Crepe Bandage 1 For a stain or a break. Resuscitate Mask 1 For CPR. Tweezers 1 To take out something that is stuck in a cut. Q5 Explain the risks associated with the following hazards work environment, work practice, medication, alcohol, drugs, and outline for each, steps which on employer might take control these risks. (Please provide at least two controls per hazard) A hazard is anything that can potentially cause harm to someone e.g. spills (Health and Safety Authority 2014) Work Practise A safe way to carry out work in the workplace. Risk Control Measure Back injuries Employees/employers don’t use the equipment such as hoist that leads to back injuries. Also if staff isn’t trained properly such as manual handling could end up with back injuries. Stress Most staff could be stressed by the equipment as they mightn’t be trained in the equipment properly. Staff could be stressed because of the long ours the work in the workplace. Work Environment The place or location of where you work. Risk Control Measure Falls, Trips or Spills Do daily housekeeping routine to make sure all the rooms are safe for all the patients and also the staff. Have proper handle bars around the building for the patients. Faulty Equipment/equipment not being use properly. For the equipment to be fixed and also checked regularly. For all staff to be trained properly on the equipment. Medication Medication is used to treat an illness or disease. Risk Control Measure Out of date To check the dates regularly on all stock of medication. Also dispose of out of date medication properly. Right Dosage Give the patient the right dosage of medication so that the medication works properly. Double check the dosage on the package as packaging on tables could change. Alcohol Alcohol has a strong smell, that people use to drink or it is some medications. Risk Control Measure Wrong/poor decision making. Educational programs on alcohol. Help the employer/employee see where the made wrong decisions and help them make their decisions right. Come in late If they come in late a number amount of days to give them a warning. Explain the consequence of coming in late. Drugs A Drug/substance that has an effect on the body. Risk Control Measure Substance use at work. Giving the person sometime of work to get help. Helping them get the help. Carelessness, mistakes and errors in their judgement. Also explain to the person about the consequence about using drugs. Also explain to the person their mistakes from in their jobs and get them some help. Q6 Outline risks factors in relation to health, to include stress/lifestyle/diet/illness. Health is where someone is fit and well. Someone that isn’t sick or hasn’t got an illness long term. (Who, 2003) Stress on person can be physical on a person while working in a healthcare sector. It can be physical if someone hasn’t got the proper training in the workplace. Stress could also be mentally on a person, it could have an effect on someone’s by the person having a breakdown, panic attacks, depressed, absentees and also lack of sleep. They could be stress due to long hours in the nursing home and also a lot of work could be on one person. If someone is stressed it could have an effect on their diet. It could have an effect on someone’s health if they aren’t eating properly. If a person is not eating at proper meal times or not eating at all a person can become under nourished. Also if they are over eating in the evenings they could become over weight because they are eating the wrong foods such as sweets and takeaways and also not doing any regular exercise. Both stress and poor diet can result in poor sleeping habits which can which could lead a person to have sleep insomniac. When someone immune system is down they could easily pick up certain illness that is going on in the workplace e.g. if flus and coughs are going around they could be easily picked up. Illness can affect people because some staff members could get really sick and they could have to take a few days off which could also lead to stress because they can’t afford to take time off. Health can be affected on someone’s lifestyle. It can be affected by someone being depressed. Someone in the healthcare setting can become depressed by not talking to anybody in the workplace other than the patients or even problems at home. Reference Books Class Notes . College of Progressive Education (2008), Healthcare Support: A Textbook For Healthcare Assistance, Gill and MacMillion, Dublin. Websites Best-Job-Interview.com (2014) â€Å"Housekeeping Job Description†[online], Available: http://www.best-job-interview.com/housekeeping-job-description.html [accessed 26th September 2014]. First Aid Supplies â€Å"First Aid Fit Full†[online], Available:http://www.firstaidsupplies.org/firstaidsupplies/Main/FAK_Full_410103.htm [Accessed 26th September 2014]. Helpguide.org, â€Å"Effective Communication†[online], Available: http://www.helpguide.org/mental/effective_communication_skills.htm [accessed 30th September 2014]. Websites E Journal Health and Safety Authority, (2014) ‘Noise’ [online], Available: http://www.hsa.ie/eng/Topics/Physical_Agents/Noise/ [accessed 29th September 2014]. Health and Safety Authority (2014) â€Å"Safety and Health Management System†, [online] Available:http://www.hsa.ie/eng/Topics/Managing_Health_and_Safety/Safety_and_Health_Management_Systems/ [accessed 5th October 2014]. Health and Safety Authority (2014), â€Å"Health and Safety at work in Residential Care Facilities†[online], Available: http://www.hsa.ie/eng/Publications_and_Forms/Publications/Healthcare_Sector/Residential_Care_Facilities.pdf [accessed 2nd October 2014]. World Health Organisation (2003) â€Å"WHO Definition of Health†[online], Available: http://www.who.int/about/definition/en/print.htm [accessed 7th October 2014]. Web EBook Business Dictionary.com (2014), â€Å"Business Dictionary†, Web Finance [online], Available: http://www.businessdictionary.com/definition/work-environment.html [accessed 5th October 2014]. Collins English Dictionary (2014), â€Å"English Dictionary: Pioneers In Dictionary Publishing Since 1819†, Harper Collins Publisher [online], Available:http://www.collinsdictionary.com/dictionary/english/first-aid-kit [accessed 2nd October 2014]. Merriam – Webster (2014), [online], Available: http://www.merriam-webster.com/dictionary/medication [accessed 2nd October 2014]. Merriam – Webster (2014), [online], Available: http://www.merriam-webster.com/dictionary/alcohol [accessed 2nd October 2014]. Merriam – Webster (2014), [online], Availablehttp://www.macmillandictionary.com/us/dictionary/american/working-practices [accessed 5th October 2014]. Oxford Dictionary (2014), â€Å"Oxford Dictionaries – Language Matters†Oxford University Press [online], Available:http://www.oxforddictionaries.com/definition/english/drug [accessed 2nd October 2014].
Wednesday, September 4, 2019
He Must and Shall Appear Essays -- God Religion Religious Bible Essays
He Must and Shall Appear The theophany is a central focus in the Old Testament. Theophany is a Greek term, meaning â€Å"Appearance of God†. Because God is transcendent and above all things spiritually, He needed to reveal Himself to His creation physically in various ways. God would appear before men of His choosing in order to bless them and have His will be done on Earth. A major theophany takes place with Abram in the book of Genesis. At this time, he is successful but has no children. The Lord told him, â€Å"’Look up at the heavens and count the stars – if indeed, you can count them.’ Then he said to him, ‘So shall your offspring be.’ (Genesis 15:5).†Abram wanted assurance that his descendants would take possession of the land, so God instructed him to bring certain animals and cut them in halves opposite each other. When the darkness loomed over the earth, God revealed Himself in flames of glory. â€Å"A smoking firepot with a blazing torch appeared and passed through the pieces (Genesis 15:17).†Abram was still without a son and decided to produce a child with his wife’s maidservant, Hagar. While he felt that this would satisfy God, he later realized that he was wrong, as their son Ishmael would become the father of the Arabs. The angel of the Lord was correct in ascertaining that the nation of Ishmael would produce great quarrels; centuries later, a prophet would come and devise a revolting religion designed to undermine God’s will on earth (salvation through the Son), while achieving the schemes of his political agenda. We saw proof that this is not what God wanted, so He established a covenant with Abram. Not only did He change his name to â€Å"Abraham†but also assured him that his descendents would be numer... ...m and bless him, for it’s through this man that the Son of Man would become the Lamb of God. The Lord appeared to Moses to use him to achieve a great goal: breaking the chains of slavery and entering the Promised Land, also a symbolic revelation of the Son breaking the chains of sin and offering eternal life in the Promised Land. Elijah was the great instrument of God who showed the Baals the power and might of God. Because Israel and Judah were being disobedient, He commissioned prophets to warn these kingdoms to change their ways or face punishment. Each and every theophany was unique and served the purpose of fulfilling the Lord’s will on Earth through people God has chosen and blessed. Works Cited: McKay, John. A History of Western Society. 7th ed. Massachusetts: Houghton Miflin, 2003. NIV Study Bible. 3rd ed. Grand Rapids, MI: Zondervan, 2002.
Tuesday, September 3, 2019
Essay on the Test of Faith in Hawthornes Young Goodman Brown
Young Goodman Brown:Â A Test of Faith The story Young Goodman Brown is about a man and his faith in himself, his wife, and the community they reside in. Goodman Brown must venture on a journey into the local forest, refuse the temptations of the devil, and return to the village before sunrise. The time era is approximately a generation after the time of the witch trials. Goodman Brown's struggle between good and evil is a struggle he does not think he can face. He reiterates his false confidence to himself repeatedly. Goodman knows what he must do but dreads the deed. Upon entering the forest he is suspicious of every rock and tree, thinking something evil will jump out at him. When he finally does meet someone on the trail, who appears to be of evil origin, he feels confident that he can refuse any temptations. This evil person makes several advances and Goodman refuses. This makes Goodman feel strong until they meet his childhood catechism teacher and see her turned. This act deters his confidence to a great degree. He continues down the trail looking for hope in the heavens but hears onl... ...community. Although these career driven people do not have a book to guide their path, they pursue it none the less. Some of these people have lost, or never had the belief, of reaching heaven, or even its existence. These people are the peers of the believers and set the rules or guidelines for career goals. So in effect the status in the community is a way of saying they are better. The people who do not believe in any god-like being fight in an effort to make their mark on the world, for this is the only they can be recognized or remembered. Â
Monday, September 2, 2019
The Character of Mrs. Sommers in Chopin’s A Pair of Silk Stockings Essa
The Character of Mrs. Sommers in Chopin’s A Pair of Silk Stockings           The attempt to escaping reality proves to be a timeless act in "A Pair of Silk Stockings" by Kate Chopin. The wishful Mrs. Sommers surprisingly finds herself with a sum of money unusually large for her circumstances and in her relishing and spending it reveals herself to be truly a woman of good intentions but who is weak for the intensity of the moment. Chopin has developed a character in Mrs. Sommers who plays out the fantasy of all people, rich or poor: to be someone they are not and for a day live someone else's life. Mrs. Sommers demonstrates characteristics of a prized knight such as chivalry and frugality yet confirms her mere humanity by indulging herself in the world's material pleasures.       Mrs. Sommers is a diligent homemaker who is chivalrous to her children's needs. When coming upon this grand sum of money and contemplating how to use the funds, her first thoughts are of her children's needs and not her own. Her mind wonders not to ways she may spoil herself but rather to ways in which she could improve her children's belongings creating for them a better life than for herself. "The vision of her little brood looking fresh and dainty and new for once in their lives excited her" (194). Chopin brings Mrs. Sommers pure intentions into clear view and with this snippet of information about her lets the reader realize that Mrs. Sommers has her priorities in line and bears a humble heart. Also in telling of Mrs. Sommers desires for her children, Chopin makes known of this mother's hard working attitude toward her position in life. As Mrs. Sommers considers the new apparel she may buy her family, she thinks over the duties that fil... ...rment. In this way Mrs. Sommers characterizes all women in that she appreciates the simple material pleasures, and through her, the reader can have an insight into the souls of women.        The characteristics displayed in Mrs. Sommers are those of a valiant woman who simply needs a lapse from the usual happenings of her life. She displays qualities of an ideal mother in that she puts her children before herself, the ideal wife because she is prudent with money, and she attempts the ideal fantasy - to escape reality. Her standards are high but reachable. Mrs. Sommers is an identifiable mannerism to any woman. Kate Chopin created a magnificent female character in Mrs. Sommers, which gives hope to women and maybe a little clarification to men. Works Cited Chopin, Kate. The Awakening and Selected Stories. New York: Viking Penguin/Penguin, 1984. 262-66.
Sunday, September 1, 2019
Objective of Education Is Learning
‘The Objective of Education Is Learning' *'The Objective of Education Is Learning, Not Teaching'* *In their book,** *Turning Learning Right Side Up: Putting Education Back on Track*, authors Russell L. Ackoff and Daniel Greenberg point out that today's education system is seriously flawed  it focuses on teaching rather than learning. â€Å"Why should children  or adults  be asked to do something computers and related equipment can do much better than they can? †the authors ask in the following excerpt from the book. â€Å"Why doesn't education focus on what humans can do better than the machines and instruments they create? * â€Å"Education is an admirable thing, but it is well to remember from time to time that nothing that is worth learning can be taught. † Oscar Wilde Traditional education focuses on teaching, not learning. It incorrectly assumes that for every ounce of teaching there is an ounce of learning by those who are taught. However, most of what we learn before, during, and after attending schools is learned without its being taught to us. A child learns such fundamental things as how to walk, talk, eat, dress, and so on without being taught these things. But are there intrinsic barriers to learning?Adults learn most of what they use at work or at leisure while at work or leisure. Most of what is taught in classroom settings is forgotten, and much or what is remembered is irrelevant. In most schools, memorization is mistaken for learning. Most of what is remembered is remembered only for a short time, but then is quickly forgotten. (How many remember how to take a square root or ever have a need to? ) Furthermore, even young children are aware of the fact that most of what is expected of them in school can better be done by computers, recording machines, cameras, and so on.They are treated as poor surrogates ; for such machines and instruments. Why should children  or adults, for that m atter  be asked to do something computers and related equipment can do much better than they can? Why doesn't education focus on what humans can do better than the machines and instruments they create? When those who have taught others are asked who in the classes learned most, virtually all of them say, â€Å"The teacher. †It is apparent to those who have taught that teaching is a better way to learn than being taught. Teaching enables the teacher to discover what one thinks about the subject being taught.Schools are upside down: Students should be teaching and faculty learning. After lecturing to undergraduates at a major university, I was accosted by a student who had attended the lecture. After some complimentary remarks, he asked, â€Å"How long ago did you teach your first class? †I responded, â€Å"In September of 1941. †â€Å"Wow! †The student said. â€Å"You mean to say you have been teaching for more than 60 years? †â€Å"Ye s. †â€Å"When did you last teach a course in a subject that existed when you were a student? †This difficult question required some thought. After a pause, I said, â€Å"September of 1951. â€Å"Wow! You mean to say that everything you have taught in more than 50 years was not taught *to* you; you had to learn on your own? †â€Å"Right. †â€Å"You must be a pretty good learner. †I modestly agreed. The student then said, â€Å"What a shame you're not that good a teacher. †The student had it right; what most faculty members are good at, if anything, is learning rather than teaching. Recall that in the one-room > schoolhouse, students taught students. The teacher served as a guide and a resource but not as one who force-fed content into students' minds. *Ways of Learning*There are many different ways of learning; teaching is only one of them. We learn a great deal on our own, in independent study or play. We learn a great deal interactin g with others informally  sharing what we are learning with others and vice versa. We learn a great deal by doing, through trial and error. Long before there were schools as we know them, there was apprenticeship  learning how to do something by trying it under the guidance of one who knows how. For example, one can learn more architecture by having to design and build one's own house than by taking any number of courses on the subject.When physicians are asked whether they leaned more in classes or during their internship, without exception they answer, â€Å"Internship. †In the educational process, students should be offered a wide variety of ways to learn, among which they could choose or with which they could experiment. They do not have to learn different things the same way. They should learn at a very early stage of â€Å"schooling†that learning how to learn is largely their responsibility  with the help they seek but that is not impose d on them. The objective of education is learning, not teaching.There are two ways that teaching is a powerful tool of learning. Let's abandon for the moment the loaded word teaching, which is unfortunately all too closely linked to the notion of â€Å"talking at†or â€Å"lecturing,†and use instead the rather awkward phrase explaining something to someone else who wants to find out about it. One aspect of explaining something is getting yourself up to snuff on whatever it is that you are trying to explain. I can't very well explain to you how Newton accounted for planetary motion if ; I haven't boned up on my Newtonian mechanics first.This is a problem we all face all the time, when we are expected to explain something. (Wife asks, â€Å"How do we get to Valley Forge from home? †And husband, who does not want to admit he has no idea at all, excuses himself to go to the bathroom; he quickly Googles Mapquest to find out. ) This is one sense in which the one who explains learns the most, because the person to whom the explanation is made can afford to forget the explanation promptly in most cases; but the explainers will find it sticking in their minds a lot longer, because they struggled to gain an understanding in the first place in a form clear enough to explain.The second aspect of explaining something that leaves the explainer more enriched, and with a much deeper understanding of the subject, is this: To satisfy the person being addressed, to the point where that person can nod his head and say, â€Å"Ah, yes, now I understand! †explainers must not only get the matter to fit comfortably into their own worldview, into their own personal frame of reference for understanding the world around them, they also have to figure out how to link their frame of reference to the > world view of the person receiving the explanation, so that the explanation can make sense to that person, too.This involves an intense effort on the part of th e explainer to get into the other person's mind, so to speak, and that exercise is at the heart of learning in general. For, by practicing repeatedly how to create links between my mind and another's, I am reaching the very core of the art of learning from the ambient culture. Without that skill, I can only learn from direct experience; with that skill, I can learn > from the experience of the whole world. Thus, whenever I struggle to explain something to someone else, and succeed in doing so, I am advancing my ability to learn from others, too. Learning through Explanation* This aspect of learning through explanation has been overlooked by most commentators. And that is a shame, because both aspects of learning are what makes the age mixing that takes place in the world at large such a valuable educational tool. Younger kids are always seeking answers from older kids –sometimes just slightly older kids (the seven-year old tapping the presumed life wisdom of the so-much-more- experienced nine year old), often much older kids.The older kids love it, and their abilities are exercised mightily in these interactions. They have to figure out what it is that they understand > about the question being raised, and they have to figure out how to make their understanding comprehensible to the younger kids. The same process occurs over and over again in the world at large; this is why it is so important to keep communities multi-aged, and why it is so destructive to learning, and to the development of culture in general, to segregate certain ages (children, old people) from others.What went on in the one-room schoolhouse is much like what I have been talking about. In fact, I am not sure that the adult teacher in the one-room schoolhouse was always viewed as the best authority on any given subject! Long ago, I had an experience that illustrates that point perfectly. When our oldest son was eight years old, he hung around (and virtually worshiped) a very brilliant 1 3-year-old named Ernie, who loved science. Our son was curious about everything in the world.One day he asked me to explain some physical phenomenon that lay within the realm of what we have come to call â€Å"physics†; being a former professor of physics, I was considered a > reasonable person to ask. So, I gave him an answer  the â€Å"right†answer, the one he would have found in books. He was greatly annoyed. â€Å"That's not right! †he shouted, and when I expressed surprise at his response, and asked him why he would say so, his answer was immediate: â€Å"Ernie said so and so, which is totally different, and Ernie knows. It was an enlightening and delightful experience for me. It was clear that his faith in Ernie had been developed over a long time, from long experience with Ernie's unfailing ability to build a bridge between their minds  perhaps more successfully, > at least in certain areas, than I had been. One might wonder how on eart h learning came to be seen primarily a result of teaching. Until quite recently, the world's great teachers were understood to be people who had something fresh to say about something to people who were interested in hearing their message.Moses, Socrates, Aristotle, Jesus  these were people who had original insights, and people came from far and wide to find out what those insights were. One can see most clearly in Plato's dialogues that people did not come to Socrates to â€Å"learn philosophy,†but rather to hear Socrates' version of philosophy (and his wicked and witty attacks on other people's versions), just as they went to other philosophers to hear (and learn) their versions. In other words, teaching was understood as public exposure of an individual's perspective, which anyone could take or leave, depending on whether they cared about it.No one in his right mind thought that the only way you could become a philosopher was by taking a course from one of those g uys. On the contrary, you were expected to come up with your own original worldview if you aspired to the title of philosopher. This was true of any and every aspect of knowledge; you figured out how to learn it, and you exposed yourself to people who were willing to make their understanding public if you thought it could be a worthwhile part of your endeavor.That is the basis for the formation of universities in the Middle Ages  places where thinkers were willing to spend their time making their thoughts public. The only ones who got to stay were the ones whom other people (â€Å"students†) found relevant enough to their own personal quests to make listening to them worthwhile. By the way, this attitude toward teaching has not disappeared. When quantum theory was being developed in the second quarter of the twentieth century, aspiring atomic physicists traveled to the various places where different theorists were developing their thoughts, often in radically differen t directions.Students traveled to Bohr's institute to find out how he viewed quantum theory, then to Heisenberg, to Einstein, to Schrodinger, to Dirac, and so on. What was true of physics was equally true of art, architecture†¦ you name it. It is still true today. One does not go to Pei to learn â€Å"architecture†; one goes to learn how he does it  that is, to see him â€Å"teach†by telling and showing you his approach. Schools should enable people to go where they want to go, not where others want them to. *Malaise of Mass Education* The trouble began when mass education was introduced. It was necessary To decide what skills and knowledge everyone has to have to be a productive citizen of a developed country in the industrial age – To make sure the way this information is defined and standardized, to fit into the standardization required by the industrial culture – To develop the means of describing and communicating the standardized infor mation (textbooks, curricula) – To train people to comprehend the standardized material and master the means of transmitting it (teacher training, pedagogy) – To create places where the trainees (children) and the trainers (unfortunately called teachers, which gives them a status they do not deserve) can meet  so-called schools (again a term stolen from a much different milieu, endowing these new institutions with a dignity they also do not deserve) – And, to provide the coercive backing necessary to carry out this major cultural and social upheaval In keeping with all historic attempts to revolutionize the social order, The elite leaders who formulated the strategy, and those who implemented it, perverted the language, using terms that had attracted a great deal of respect in new ways that turned their meanings upside down, but helped make the new order palatable to a public that didn't quite catch on. Every word  *teacher, student, school, disc ipline,* and so on  took on meanings diametrically opposed to what they had originally meant. Consider this one example from my recent experience. I attended a conference of school counselors, where the latest ideas in the realm of student counseling were being presented.I went to a session on the development of self-discipline and responsibility, wondering what these concepts mean to people embedded in traditional schooling. To me, self-discipline means the ability to pursue one's goals without outside coercion; responsibility means taking appropriate action on one's own initiative, without being goaded by others. To the people presenting the session, both concepts had to do solely with the child's ability to do his or her assigned class work. They explained that a guidance counselor's proper function was to get students to understand that responsible behavior meant doing their homework in a timely and effective manner, as prescribed, and self-discipline meant the determina tion to get that homework done. George Orwell was winking in the back of the room.Today, there are two worlds that use the word *education* with opposite meanings: one world consists of the schools and colleges (and even graduate schools) of our education complex, in which standardization prevails. In that world, an industrial training mega-structure strives to turn out identical replicas of a product called â€Å"people educated for the twenty-first century†; the second is the world of information, knowledge, and wisdom, in which the real population of the world resides when not incarcerated in schools. In that world, learning takes place like it always did, and teaching consists of imparting one's wisdom, among other things, to voluntary listeners.
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